Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education. (2nd January 2015)

• Record Type: Journal Article
• Authors: Shaw, Tim; Barnet, Stewart; Mcgregor, Deborah; Avery, Jennifer
• Is Part Of: Medical teacher. Volume 37:Number 1(2015)
• Page Start: 53
• Page End: 58
• Publication Date: 2015-01-02
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.3109/0142159X.2014.923563
• Languages: English
• ISSNs: 0142-159X

Abstract

Abstract: Background : Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. Aim : To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. Methods : We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. Results : The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. Conclusion : The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs.